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830 results

Book Section

Per la pace

Book Title: Educazione e pace

Pages: 27-34

Belgium, Europe, Maria Montessori - Speeches, addresses, etc., Northern Europe, Northern Europe, Peace, Peace education

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Language: Italian

Published: Milano: Garzanti, 1949

Article

One Year's Experiment in Self-Activity at a New School in Switzerland

Available from: Internet Archive

Publication: New Era, vol. 5

Pages: 88-90

Europe, Switzerland, Western Europe

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Language: English

ISSN: 0028-5048

Article

✓ Peer Reviewed

Early years education in Germany and Ireland: a study of provision and curricular implementation in two unique environments [Enseignement precoce en Allemagne et en Irlande: une etude de la realisation des besoins et du programme scolaire dans deux environnements uniques / Educación en los primeros años en Alemania e Irlanda: un estudio de disposicisn e implementatión curricular en dos ambientes únicos]

Available from: Taylor and Francis Online

Publication: International Journal of Early Years Education, vol. 3, no. 3

Pages: 51-67

Europe, Germany, Ireland, Northern Europe, Western Europe

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Abstract/Notes: This paper highlights the differences and similarities between a Kindergarten outside Bremen in Lower Saxony, Germany and a Primary School Junior Infant Class in County Cork, Republic of Ireland. Both are concerned with the education of the young child but whereas the Kindergarten is attended by three to six year olds, the Junior Infant Class caters almost exclusively for four to five year old children. A case study account of both groups is given and an analysis of the activities which took place in each using the ‘Target Child Observational Schedule’ [Sylva et al., (1980)] is presented in bar‐graph form. The paper concludes that Erzieherinnen, Kinderpflegerinnen and Junior Infant Class teachers need to engage in more interaction with the children in order, in particular, to raise the frequency and quality of linguistic interaction. An increase in the structure of the children's play would help to enhance cognitive development. [Cet article souligne les differences et les similitudes entre un Jardin d'Enfants en Basse Saxonie, près de Brème (Allemagne) et une classe maternelle dans le comtè de Cork (République d'Irlande). Les deux établissements sont charges de l'éducation de jeunes enfants, mais tandis que les élèves du Jardin d'Enfants sont ages d'entre trois et six ans, la classe de maternelle ne s ‘occupe pratiquement exclusivement que d'enfants de quatre a six ans. On donnera un compte‐rendu de l'étude de cas faite sur les deux groupes, ainsi qu'une presentation sous forme de graphique en barres de l'analyse des activites proposées de part et d'autre, basée sur le Programme d'observation cible de l'enfant du Professeur Kathy Sylva (1980). En conclusion, nous avancerons que les Erzieherinnen, les Kinderpflegerin et les enseignants de la classe maternelle doiventfaire preuve de davantage d'interaction avec les enfants afin, en particulier, d'élever le niveau auquel de tels enfants parlent. Une structuration accrue des activites ludiques des enfants aurait également pour résultat un développement cognitif plus rapide. / Este ensayo trata de las diferencias y semejanzas entre un prescolar en la baja Sajonia, en las afueras de Bremen, Alemania, y una Clase Junior Infantil en la Escuela Primaria del Condado de Cork, en la República de Irlanda. Los dos sistemas se ocupan de la education de niños en la primera infancia pero, mientras que el prescolar se ocupa de niños entre las edades de tres y seis años, la Clase Junior Infantil se dedica casi exclusivamente a los niños de cuatro a cinco anos de edad. Este papel describe un caso particular de cada uno de estos dos grupos asi como de las actividades que tuvieron lugar en cada uno de ellos, utilizando Target Child Observational Schedule (1980) de Kathy Sylva, y que se presentan a manera de gráfica de barras. Es estudio llega a la conclusion de que los educadores de Erzieherinnen, Kinderpflegerin y de las Clases Infantiles Junior necesitan aumentar la interactión con el niho para elevar, especialmente, el nivel en el que estos nihos hablan. Un incremento en la estuctura del juego de los nihos también resultaria en la mejora del desarrollo cognitivo.]

Language: English

DOI: 10.1080/0966976950030303

ISSN: 0966-9760

Article

Introducing MORE... Montessori Centenary Conference in Stockholm (Sweden)

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2007, no. 2

Pages: 78–79

Europe, Harald Ludwig - Writings, Northern Europe, Scandinavia, Scandinavia, Sweden, ⛔ No DOI found

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Abstract/Notes: Nov. 16-17, 2007; founding of Montessori Research Europe (MORE)

Language: English

ISSN: 0519-0959

Book Section

Discorso d'inaugurazione

Book Title: Educazione e pace

Pages: 45-52

Conferences, Denmark, Europe, Europe, International Montessori Congress (6th, Copenhagen, Denmark, 1-10 August 1937), Maria Montessori - Writings, Northern Europe, Scandinavia

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Language: Italian

Published: Milano: Garzanti, 1949

Article

The Montessori Movement in England

Available from: Internet Archive

Publication: New Era, vol. 9, no. 34

Pages: 75-76

Claude Albert Claremont - Writings, England, Europe, Northern Europe, Montessori method of education, Montessori movement, Northern Europe, United Kingdom

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Language: English

ISSN: 0028-5048

Conference Paper

Montessori and Vygotsky: a dialogue under edition

Available from: DiVA at Stockholms Universitet

Rethinking the Futures of Education in the Nordic Countries, NERA 2020 Conference (4-6 March 2020, Turku, Finland)

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Abstract/Notes: The undertaken research was initiated by the internal research fund of the department of education (Högskolan i Gävle), aiming to bring new thoughts in the history of education through international and retrospective investigation. More specifically, the intention of the undertaken research aimed to enlarge and renew the reality of the fate of Montessori’s and Vygotsky’s special pedagogical ideas in Russia with certain extensions to Europe between 1909-1939. The frame for the research period (1909-1939) is describing Montessori’ and Vygotsky’ ideas as being formally introduced, developed, applied, partly interacting and finally disappearing from the international pedagogical scientific arena. Their scientific presence returned back about two decades later, differently for Vygotsky and Montessori, connecting their ideas to a specific series of events of the Russian and European societal and educational history.Theoretical departure and framework was taken from ‘reformistic or social-pedagogical’ movement, uniting numerous ideas in the European, American and Russian pedagogical contexts at the beginning of the 20s century. The research was focused on how Montessori’s and Vygotsky’s ideas were presented and understood by professional and political elites in the Russian and European ideological contexts during this period. Research methodology was composed out of historical-pedagogical research, determined through a general background and dominant requirements of pedagogical knowledge development, affected by ideological influence on the formation of pedagogy as a science. The hermeneutics of the research procedure was based on a qualitative study of the texts and inductive content analysis. This approach emphasized the sustainable presence of interaction of ideas derived directly from the chosen for analysis texts of: philosophers; Vygotsky and Montessori original texts; different official documents and scientific fundamentals of reformistic pedagogy from the applied for this research time period, etc.

Language: English

Pages: article 343

Article

An Austrian Exchange [Cherry Tree School, Suffolk and Erlebnisschule, Vienna]

Publication: Montessori International, vol. 84

Pages: 22–23

Austria, England, Europe, Great Britain, Northern Europe, United Kingdom, Western Europe, ⛔ No DOI found

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Language: English

ISSN: 1470-8647

Article

Montessori Primary [6-12] in the UK [Establishment of Montessori Primary Schools UK]

Publication: Montessori International, vol. 10, no. 5

Pages: 7

England, Europe, Great Britain, Northern Europe, Northern Ireland, Scotland, United Kingdom, Wales, ⛔ No DOI found

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Abstract/Notes: Letter to the editor

Language: English

ISSN: 1470-8647

Article

Enhancing the Academic Status and the Research Base of Montessori in the U.k.

Publication: MoRE Montessori Research Europe newsletter, no. 3

Pages: 20-24

England, Europe, Northern Europe, Northern Ireland, Scotland, United Kingdom, Wales, ⛔ No DOI found

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Language: English

ISSN: 2281-8375

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